A Study On The Strategies Of Classroom Questioning Behavior

Questioning,as an important way to contact classroom teaching and stimulate students to think,has been much concerned about and respected by the educators.Since the beginning of the twentieth century,educational scholars have studied the classroom questions for about a century.The research of the classroom questioning starts from the description and evaluation of teacher questioning to the use of systematic observation and evaluation tools for direct and objective research,and now gradually focuses on exploring the relationship between teacher 's classroom questioning behavior and student academic performance(such as performance,memory,the degree of participation,thinking,etc.).In conclusion,the study of classroom questioning gradually develops from the theoretical thinking level to the practice of empirical changes.After deeply studying the current situation and future development trend of classroom questioning,and then taking into account the classroom questioning model and research results at home and abroad,the author finds that the research results of Chinese scholars are more fragmented and lack systematic coherence in effective classroom questioning strategy research of the specific operating model.Therefore,on the basis of understanding the QUILT model proposed by foreign scholars,the author constructs the implementation strategy of high quality classroom questioning based on the quality questioning model,which aims at promoting the development of thinking.The whole process of classroom questioning includes five steps---building problems,presenting questions,deepening thinking,handling responses and reflecting questioning behaviors.The introduction part of this article mainly introduces the research origin of the classroom questioning and the main content of the QUILT model,and then defines the related concepts of the quality classroom questioning behavior.The second part is a summary of the research results of the classroom questioning raised by the domestic and foreign scholars,mainly from the aspects of descriptive research,evaluation criteria and strategic methods.The third chapter focuses on the key features of high-quality classroom questioning in influencing the three elements of thinking development.First,goal-oriented,problem design is based on curriculum standards and core content;Second,from the help to the release,teachers timely provide scaffolding for students,and guide students to use scientific methods to think about the problem;Third,the development of metacognition,teachers provide timely and effective feedback to encourage students to self-assessment and form self-monitor awareness.The fourth part first analyzes the important factors affecting the development of thinking,then elaborates specific steps of "high-quality classroom questioning model",in accordance with the implementation procedure of "prepared---proposed---deep thinking---processing---feedback",and respectively offer specific examples to help understand and apply.The final Chapter tries to put it into practice,so analyze and reflect the teaching video of "last year's tree" taught by Hangzhou Gong Chenqiao primary school language teacher Wang Songzhou.The purpose is to find out whether they have some commonalities to prove the operation and effectiveness of "quality classroom questioning model".